Discussion: Recycling. What products are/can be recycled? What happens to products that cannot be recycled? What are the raw materials used for all the items you utilise throughout the day? (the train or bus you rode on, the pencils in your pencil case, your laptop, the lab chairs)
TED Ed Re-thinking progress: The circular economy http://ed.ted.com/on/2Yy019iv How could the items you discussed be adapted for a circular economy view of products, rather than our current linear model? Is a circular economy possible?
The water cycle - show this animation: http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/and complete the accompanying quiz. This simulation may not open in Internet explorer, Firefox works! èDiscuss & define terms. èDistinguish between transfers (eg. precipitation and run-off) and transformations (eg. condensation), making links to prior learning relating to changes of state. Note that transformations are “processes” on a systems model diagram.
Part 2
Exploring how human management of water impacts the water cycle: summarising from reading practice Students are presented with the following resources. In small groups, they read over the resources and then summarise the key ideas onto a one A3 page as a visual/diagram/concept or mind map;
The earth's water supply is constant, but man is able to changing the series of this fundamental supply. Population increases, rising living standards and industrial and economic growth have placed greater stress on the natural environment. Man activities can cause inequity in the hydrologic equation and can affect the quantity and quality of natural water resources available to current and future generations.
Water used by households, industries, and farms have increased. People demand clean water at reasonable costs, yet the amount of fresh water is limited and the easily accessible sources have been developed. As the population increases, so will our need to withdraw more water from rivers, lakes and aquifers, threatening local resources and future water supplies. A larger population will not only use more water but will discharge more wastewater. Domestic, agricultural, and industrial wastes, including the intensive use of pesticides, herbicides and fertilizers, after overload water supplies with hazardous chemicals and bacteria. Also, poor irrigation practices raise soil salinity and evaporation rates. These factors contribute to a reduction in the availability of potable water, putting even greater pressure on existing water resources.
Large cities and urban sprawl particularly affect local climate and hydrology. Urbanization is accompanied by accelerated drainage of water through road drains and city sewer systems, which even increases the magnitude of urban flood events. This alters the rates of infiltration, evaporation, and transpiration that would otherwise occur in a natural setting. The replenishing of ground water aquifers does not occur or occurs at a slower rate.
Together, these various effects determine the amount of water in the system and can result in extremely negative consequences for river watersheds, lake levels, aquifers, and the environment as a whole. Therefore, it is vital to learn about and protect our water resources.
Define Sustainability: Allow students to come up with what they think “sustainability” means – discuss. Provide them with the correct definition (used by IBO) – “Use of global resources at a rate that allows natural regeneration and minimises damage to the environment". Write all your thoughts down and save them!!!
Welcome to
Year 7 Science
This wiki space is for year 7 to share their learning in science. The space is divided into sections for each topic that we are working on this year. Within each section you can find our work. This may be in the form of glossaries, video clips, games, resources, activities and information. There is also a discussion section where you can share your opinions and new ideas with other members.
Your Maths and Science Student guide can be found here:
Iron ore mines, open-cut mining operations in Australia, also uranium deposits etc
http://www.oresomeresources.com/media_centre
Interactives maps of Fossil Fuel Power stations and Renewable energy plants in Australia
http://www.oresomeresources.com/interactives/section/interactives
Find out how Mining Makes Your House
http://www.oresomeresources.com/media/flash/interactives/mining_makes_your_house/
How much do we have and long do we have left?
See these infographics for remaining resource availability on Earth;
http://www.egsustainability.com/wp-content/uploads/2011/11/Natural-Resource-Consumption.jpg
http://www.fastcoexist.com/1680136/visualizing-all-the-non-renewable-resources-we-have-left
"To mine or not to mine..."
Discussion: Recycling. What products are/can be recycled? What happens to products that cannot be recycled? What are the raw materials used for all the items you utilise throughout the day? (the train or bus you rode on, the pencils in your pencil case, your laptop, the lab chairs)
Compare & Contrast – Look at these images (and others) to spark discussion. Students then create a table to compare and contrast, giving examples, using research, providing alternative products/resources where possible.
Infographics:
http://www.zerowastesg.com/wp-content/uploads/2012/03/Singapore-Waste-Statistics-2011-feature.png
http://3.bp.blogspot.com/-bg7mcVANPXs/TbDMLgEXISI/AAAAAAAAALA/pgB-XEyy-6g/s1600/infographic.jpg
What alternative products could be used? Eg. to substitute for plastic bags?
TED Ed Re-thinking progress: The circular economy
http://ed.ted.com/on/2Yy019iv
How could the items you discussed be adapted for a circular economy view of products, rather than our current linear model? Is a circular economy possible?
The Green School Bali (when it first opened)
http://www.youtube.com/watch?v=2Mv4D26LsxI
Instructions for Friday 31 May
Part 1
This simulation may not open in Internet explorer, Firefox works!
èDiscuss & define terms.
èDistinguish between transfers (eg. precipitation and run-off) and transformations (eg. condensation), making links to prior learning relating to changes of state.
Note that transformations are “processes” on a systems model diagram.
Part 2
Exploring how human management of water impacts the water cycle: summarising from reading practiceStudents are presented with the following resources. In small groups, they read over the resources and then summarise the key ideas
onto a one A3 page as a visual/diagram/concept or mind map;
1.
http://www.sciencelearn.org.nz/Contexts/H2O-On-the-Go/Science-Ideas-and-Concepts/Humans-and-the-water-cycle
2.
www.nynrm.sa.gov.au/Portals/7/pdf/LandAndSoil/16.pdf
Human Impact on water Cycle
The earth's water supply is constant, but man is able to changing the series of this fundamental supply. Population increases, rising living standards and industrial and economic growth have placed greater stress on the natural environment. Man activities can cause inequity in the hydrologic equation and can affect the quantity and quality of natural water resources available to current and future generations.
Water used by households, industries, and farms have increased. People demand clean water at reasonable costs, yet the amount of fresh water is limited and the easily accessible sources have been developed. As the population increases, so will our need to withdraw more water from rivers, lakes and aquifers, threatening local resources and future water supplies. A larger population will not only use more water but will discharge more wastewater. Domestic, agricultural, and industrial wastes, including the intensive use of pesticides, herbicides and fertilizers, after overload water supplies with hazardous chemicals and bacteria. Also, poor irrigation practices raise soil salinity and evaporation rates. These factors contribute to a reduction in the availability of potable water, putting even greater pressure on existing water resources.
Large cities and urban sprawl particularly affect local climate and hydrology. Urbanization is accompanied by accelerated drainage of water through road drains and city sewer systems, which even increases the magnitude of urban flood events. This alters the rates of infiltration, evaporation, and transpiration that would otherwise occur in a natural setting. The replenishing of ground water aquifers does not occur or occurs at a slower rate.
Together, these various effects determine the amount of water in the system and can result in extremely negative consequences for river watersheds, lake levels, aquifers, and the environment as a whole. Therefore, it is vital to learn about and protect our water resources.
Case Study - The Story of Stuff - Bottled Water�
The story of stuff, bottled water�is possibly too adult/political for year 7s you be the judge:
http://www.storyofstuff.org/movies-all/story-of-bottled-water/
Video � NASA: http://www.youtube.com/watch?v=oaDkph9yQBs
Website: http://ga.water.usgs.gov/edu/earthwherewater.html
The water we drink today is the same water that has always existed on Earth. The water cycle is a closed system, like the other biogeochemical cycles on Earth (carbon, oxygen, nitrogen etc – except for that which arrives on comets!).
Modern Society's use of water household, industrial and agriculture
http://www.slideshare.net/902350/how-do-people-use-water-resources
To end... IN SMALL GROUPS
Write all your thoughts down and save them!!!
Welcome to
Year 7 Science
This wiki space is for year 7 to share their learning in science. The space is divided into sections for each topic that we are working on this year. Within each section you can find our work. This may be in the form of glossaries, video clips, games, resources, activities and information. There is also a discussion section where you can share your opinions and new ideas with other members.
Your Maths and Science Student guide can be found here: